Description: A study of various Internet tools, resources, and issues as related to K-12 education. Strategies for integrating the Internet into the curriculum will be included. - Dr. Lessell Bray
My Artifacts
3.1 Personal and Course Website Exercise Using directions provided on the course website and given in class, students will create a basic webpage that will serve as the home page for all of the instructional projects created in the class.
3.2 Getting Started with Gmail Using directions provided online students will create a Gmail account and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.3 Using Google Calendar Using directions provided online students will create a Google Calendar and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.4 Creating a Blog with Blogger Using directions provided online students will create a Blog and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.5 Building a Wiki with Google Sites Using directions provided online students will create a Wiki and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.6 Using Aggregators Using directions provided online students will subscribe to various Web Feeds and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.7 Google Docs Using directions provided online students will create an online document and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.8 Presentation Tools Using directions provided online students will create an online presentation and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.9 Social Bookmarking Using directions provided online students will create a Social Bookmarking site and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.10 Using Adobe Connect Using directions provided online students will use Adobe Connect to participate in a synchronous audio/video conferencing session. The student will then upload a reflection on their work, as per the assignment directions, to their personal web site. The reflection should include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.11 Google Sketch-up Using directions provided online students will create a Sketch-up drawing and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.12 Photo Sharing with Picasa Using directions provided online students will create a Picasa account and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.13 Using Google Translate Using directions provided online students will use Google translate to translate text into multiple languages and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.14 Google Earth Using directions provided online students will use Google earth to create a virtual field trip. The student will then upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.15 Custom Google Searches Using directions provided online students will create a custom Google search engine and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.16 Google Forms Using directions provided online students will create a Google form and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.17 Internet Tool Presentation The student will identify an internet tool that could be used in an educational setting. Using the directions provided the student will create a video presentation about the tool. The presentation should include, among other things, a demonstration of the resource, the appropriate audience for the resource, the appropriate context for the resource, an educational objective (preferably from the Georgia State Standards), how the resource would be used in the identified educational context (i.e. lesson). The student will also provide this information in a short summary posted to their website.
85 was the requirement minimum posts to earn full point credit
131 was the total # of my posts
My Peer Reviews
Discussion Board module 2 -Topic: New World, New Web, New Skills
"Ms. Cunningham's 10 step plan actually helped me in this class, 7462, starting with step 10. Maybe that should be Step 1 also. I think she was wise to formulate a step plan, which can help anyone in any situation that are feeling overwhelmed or uncertain about. It helps to answer questions li, "how do I get started?" "how do I know what I am doing is the right thing?" Making a step plan is an efficient way to tackle a problem." - Micki Nicholson - 6/9/11
Discussion Board module 3 - Topic: Students and Learning
"David, Fantastic applications of technology integration! You are truly applying what we are learning at UWG. I am impressed with what you have done with the wiki. I am so happy it is working out for you." - Patsy Kraj, 6/12/11
"David, that concept map was unbelievable! I thought it was a great visual tool to help everyone see all the information and how it ties together. You are really setting the bar high for everyone." - Delyn Lusk, 6/11/11
"I agree with Cecilia...your concept map is very helpful for visual learners like myself. Thank you for going the extra mile and then sharing it with everyone. I'm amazed to read all the ways you already incorporate technology into your classroom. My goal is to be able to implement half of what you already do! I guess we all have to start somewhere. Your students must love your class!" - Rachel Taulbee, 6/12/11
"Again, speechless! This is an amazinng concept map. Thanks for presenting this information in this context. It was very helpful." - Terrie Ponder, 6/12/11
"You are amazing! It is astounding how much you have implemented from our program. You are a perfect example of how to integrate technology. You chose the best tool to meet the needs of the learner. You consider communication and creation. You will open new worlds to everyone you interact with! Kudos!" - Patsy Kraj, 6/14/11
"David:- I loved the Transformers comment! I feel that emoticons are best used in more familiar relationships and for conveying positive intentions. It's easy enough sometimes to take something in a manner in which it wasn't intended when sent via email or texting.- Tonia" - Tonia Conner, 6/20/11
Discussion Board module 6 - Topic - Developing Media Literacy
"David, again an awesome way of looking at the discussion. You are always thinking outside the box and I love to hear what you have to say. I am definately going to share this with our physical education lead (who happens to be one of my closest friends). I think this is a great way to incorporate technology into a class that is not very likely to use it. I know some of our P.E. teachers use their smartphones to track their calories consumed and put out. It is a simple tool that the students could use also. I am sure there are ones on the web as well. The GPS technology could also be incorporated into the World Geography class unit on location. Using absolute and relative location and understanding the points of longitude and latitude. Adding in math, students could figure out formulas used to find the calorie intake and outake. These cross-curiculum add on could definately improve on an already wonderful lesson." -- Delyn Lusk, 6/15/11
"I agree with Cecelia...what an incredibly innovative way to approach media literacy in an unexpected curriculum area. This lesson just goes to show how prevalent the concept of media literacy can be in all areas of our lives. Cecelia's connections to geography and math are also great suggestions." -- Tina Launey, 6/20/11
"David, I love how you illustrated technology integration in a difficult to integrate content area. You have exemplified that the excuse, "technology doesn't apply in my content area" is a fallacy. Fantastic!" -- Patsy Kraj, 6/17/11
"Dave, I like your comment to have a static website if time does not permit to update daily. I also read Joe's comments.(He hates static websites!) I am going to give it a shot with web 2.0 with a lot of trepidition! But I am going to do it. Joe also said that as the school coordinator he made a template, perhaps I'll put a bug in our principals ear to see if our coordinator could do that!" - Nancy Mortensen, 6/21/11
Discussion Board module 8 - Topic: Planning for Web 2.0
"Good plan! It is very detailed and clear! I love Google apps! :)" -- Sabrina Thompson, 6/23/11
"David, Beautiful vision! I got my Master's online through UGA almost six years ago and at that time I had to organize everything into 3-ring binders here at home to prevent losing track of anything! Having "cloud" storage to organize my docs this time around is a HUGE difference... just for my personal organization. Your idea to tie this in with an ongoing, cross-course portfolio is really appealing to me. This is how I naturally want to keep my files and assignments. To have such a natural system accessible to professors is a great idea! Just to eliminate the worry over "did my assignment go through?" or "did I add that attachment when I submitted my project?" would be a great advantage. Not only that, but in this chapter I just read in our book, they talk about "authentic assessment". Your idea takes a real-worl organizational strategy and turns it into a portfolio assessment. That's about as "authentic" as you can get. Thanks for sharing! - Joe" - Joe Tomkins, 6/23/11
"David, This would work well with our mid-degree and end-degree portfolios. Currently, it is suggested that we upload to our student server. Great post and idea!" -- Patsy Kraj, 6/24/11
"David, thanks for the real desire to move students of all ages and grade levels towards new tools, new schools. Many could benefit from your example." -- Micki Nicholson, 6/25/11
"David, Your posts and your ideas are always as thoughtful for me to read as is reading our textbook. You truly seem to have a grasp for the value that technology and Web 2.0 tools have in our current educational systems - that by learning to use them, we can all take education to the next level of learning." - Mary Horn, 6/27/11
"David, I think this is one of a few very viable options for creating and maintaining our electronic portfolios, especially in the sense that your plan ensures that students build their portfolios as they progress through their graduate program, instead of worrying about putting together a portfolio at the end of the program. I actually created a web site to serve as my electronic portfolio when I started course work for my Ed.S. -- it took and continues to take hours for me to design and program the site and upload documents with appropriate descriptions. Now I look at the possibility of setting up an electronic portfolio via a wiki or Google Docs and think "DUH. That would have been a LOT easier!" Great plan!" -- Tina Launey, 6/28/11
"Brilliant plan! Our school system is moving to Office 10 next year and we will have the cloud capabilities." -- Jane Mobley, 6/28/11
Discussion Board module 9 - Topic: AUPs
"David, I think you do a great job of applying these assignments to a classroom setting even though you are not in a "true" classroom setting." -- Cecilia Lusk, 6/24/11
"David, For someone who's not a professional educator, you've hit many of the major points (in fact, your summary is already almost as detailed as the AUP currently in place in our county!) Now that I'm seeing the "students with disabilities" clause in yours, I realize that was a gross oversight in the one our county has. They really should have that, shouldn't they? Thanks for sharing, David! - Joe" -- Joe Tompkins , 6/25/11
"Hey David, As usual you have done a great job with this assignment! I understand completely that you chose the AUP of Middle Tennessee State University in an effort to apply this assignment to a classroom setting since you are not yet a professional educator. Despite that fact, I see you entered the realm of education as one of the more progress users of technology when compared to your peers." -- Rob Case, 6/27/11
"David, I too was struck by your inclusion of accomodating students with disabilites. Coweta County does not mention that at all! It really is shameful! I mentioned to someone else that after doing this assignment, I wonder what it would take to get our AUP updated! I will have to investigate this...perhaps a monster has been created! :)" -- Nancy Mortensen, 6/28/11
"David, thanks for the real desire to move students of all ages and grade levels towards new tools, new schools. Many could benefit from your example." -- Micki Nicholson, 6/25/11
"David, Your posts and your ideas are always as thoughtful for me to read as is reading our textbook. You truly seem to have a grasp for the value that technology and Web 2.0 tools have in our current educational systems - that by learning to use them, we can all take education to the next level of learning. When I went through the Masters program at Mercer University, we had to maintain an online portfolio using LiveText, which I'm sure was an extremely expensive program to purchase or license. Your idea for using Google Docs would acheive the same thing, at no cost to either the student or the university. Great ideas and explanations!" -- Mary Horn, 6/27/11
Discussion Board module 10 - Topic: Web 2.0 for All
"David, Your experience in this area has provided all of us with a deeper understanding. My grandmother was legally blind. She took computer classes at Lighthouse for the Blind in Chicago. They not only provided basic computer training, but trained them on all the latest visual impairment assistive technologies. What a blessing these technologies are! As always, you are an inspiration!" -- Patsy Kraj, 6/24/11
"David, I truly appreciate the openness in which you shared your experiences of being visually impaired. The interview you conducted with Amy Burke was impressive and gave an informative look at some of the tools which are now available and the importance of this discussion topic. The organization of your posting and the various links you included led me to a better understanding of the meaning of accessibility and assistive technologies. It also underscored for me the importance of working toward solutions for making web accessibility a reality. Thanks again for your thoughtful discussion!" -- Edna Cooper, 7/1/11
"David, I'm thankful to have your personal insight and perspective in this discussion. I had never considered "prescribing" a computer system before, but it honestly makes perfect sense. I'm so used to meeting the needs of students with disabilities in a school setting that I have never really thought of what it is like for those adults in the world with those same needs. (And many who would not have the resources that a school system could provide.) It really does bring a clearer sense of need to this whole discussion. Thank you David!" -- Joe Tompkins, 7/3/11
"You crack me up. I am glad that we can critique each other without worrying about hurting each others feelings. That is one of the hardest things about the discussions. I just thought I was missing something. I absolutely agree that it would benefit the people you mentioned in this last post. Glad we could work it out together. We make a great team!" -- Delyn Lusk, 6/28/11
"David, Great illustration about the difficulties of visual impairment and web accessibility. In the last discussion I found the personal stories to be especially helpful in understanding accessibility needs. As a technology community, we need to become more sensitive and knowlegdeable about accessibility. I know i will my viewing my web content in a different light now." -- Patsy Kraj, 6/28/11
"David, I have to say that I was taken aback when I went to the WAI website today. Seeing all of the concerns/fixes for different disabilities was very awakening to me! I agree with you that the Delicious website would be very useful for people with a variety of disabilites. I teach some students who have ADD and have a hard time focusing. If they had to remember websites or go back and forth it would be very hard for them. To have them bookmarked where they can organize them as they wish and find them easily is a great tool. Nancy" -- Nancy Mortensen, 6/29/11
Discussion Board module 12 - Topic: Finding Your Inner Tool
"I like Voicethread! I learned how to use it last semester. I would give this one number 1 for my vote. Great choice!" -- Sabrina Thompson, 7/3/11
"I am voting this #1. I love that everything is right there at your fingertips and that it is so interactive. I can't wait to see your presentation and learn more. This would be a great visual/auditory tool (possibly even hands on) for students." - Delyn Lusk, 7/3/11
"Amazing! I honestly had never heard of Voicethread and I can't belive it has escaped my notice. You're right-- for educators this tool is an essential. Already, I've envisioning class projects, teacher presentations, professional development sessions... this tool can change the way we present in nearly any environment. I really love this and I look forward to exploring it more. Thank you for sharing. -Joe" -- Joe Tompkins, 7/7/11
"VoiceThread was one of my top 5 and I can't wait to see what you do with it! It has so much potential, for educators and students, I love the collaboration aspect of it as well as individual use." -- Lita Brown, 7/7/11
"Oh wow! That really is an awesome web tool. I have to hand it to the people who come up with these ideas and make it happen. This tool gives a collaborative way to comment and discuss pictures, slides, documents, and more. It is versatile with the ways feedback and comments can be given. So for people who may be challenged in some way, this tool will give them an opportunity to shine and not feel segregated or discouraged. After watching some example videos and a tutorial video, I felt almost like this tool had a Brady Bunch design, where Alice was the subject in the middle, and all the other people were critiquing her and leaving comments. This tool will definitely promote group discussion and critical thinking. 1st VoiceThread – For its versatility to all kinds of learners – What’s better than using a presentation tool to enhance a class lesson… an interactive presentation tool!" -- Adam Fite, 7/10/11
"Hey David! I am very unfamiliar with VoiceThread, but I plan on changing that after reading your post. What an amazing online collaboration tool! I can only imagine how much easier group collaboration on a project becomes through the use of VoiceThread. Thanks for sharing this!" -- Rob Case, 7/11/11
"I've heard of this tool before, but I never had the chance to sit down and check it out. From all the great discussion going on about it, I think it's time to become familiar with VT and figure out a way to incorporate it into my curriculum this year. We should definitely create a Google doc and have everyone upload a link to their video presentations on it...this would be really helpful in the future when we are looking for new tools to use and want a brief intro! What do you think? :) I'm voting this site #2 because it is an excellent tool that makes presentations, etc. accessible to diverse needs." -- Rachel Taulbee, 7/11/11
Discussion Board module 13 - Topic: Future Web 2.0 Tools
"David, Fantastic and entertaining post! Your analogies reminded me of how the size of technology keeps getting smaller. I was also thinking that the internet and the access to information we have is a need the same way indoor plumbing is a need. It is integral to our lives today." -- Patsy Kraj, 6/30/11
"David, Your post left me breathless and giggling. You have spectacular writing skills and your posts have always been top-notch. Your movie correlations are right on! I agree with your consensus that all the data we need for our daily lives will be with us and accessible through our personal devices, whatever they may be. And your comment about 'ghosts in the machines' gave me the creeps. How many times have we seen the science fictionalized robot-machine go berserk? Think Will Smith in I, Robot. :D" -- Mary Horn, 7/6/11
"Great ideas David! Nice way to tie them together in an entertaining way that at the same time makes the vision of each stage clear. There are some dark predictions in there, but I think that some of those science fiction writers may end up getting a good bit of it right. (Scary!) Thanks for sharing! -Joe" -- Joe Tomkins, 7/7/11
"The things that go on in your mind...wow! Wall-E always comes to my mind when I think of our future.." -- Terrie Ponder, 7/7/11
"David your posting was by far the most creative and entertaining! I think your comparisons were on target and your comments about future advancements are realistic." -- Edna Cooper, 7/10/11
Discussion Board module 14 - Topic - The Future of Web 2.0 - Are we whistling Dixie?
"You're absolutely right on target here, David. I agree that the trends are taking us towards having software running from the "web" and data stored on the "cloud"." -- Joe Tomkins, 7/8/11
My Closing Reflection
I can say with integrity that I have enjoyed all of my classes thus far in my Ed.S. degree program. But I can honestly say that I THOROUGHLY enjoyed this class. I learned so much that I am taking to the "real world" from this class. One of the favorite aspects of the course that Dr. Bray brilliantly put together was the interesting discussion topics. The collaboration effect was multiplied considerably in this component of the class by virtue of these discussion threads. I wanted to include in this closing reflection one of my favorite postings that garnered 16 fun conversations much to my delight:
"This is one of my favorite modules. A topic I can really sink my teeth in. I bookmarked the blogs because these are evidently great minds talking through the technological journey into the future. As I looked over the blogs and especially the Wikipedia article on Web 3.0, I found myself writing in my notes the titles of movies! As one futurist would make a prediction about Web 3.0, I said to myself, "that sounds like 'The Terminator!'" So, just for fun, I'll intemingle my comments in this post with movies that came to mind.
WEB 1.0 - "You've Got Mail!"
Tom Hanks and Meg Ryan play in this romantic comedy that my wife loves reminds me of our fascination when we found out we could send messages (even love notes) to one another using something called electronic mail (e-mail for short). Sounds nostalgic now but I got into the game with a 14.4 modem and paid for my AOL account when they still had a by-the-minute plan!
WEB 2.0 - "Mission Impossible 3" or "The Italian Job" Taking our fascination with tech a step beyond, hackers and smart guys (goodies and baddies) began to use the web for good and other more nefarious purposes. The collaboration and interactive nature of the Web 2.0 opened up a new world of tapping into the universe of data for personal and professional profit.
WEB 3.0 - "The Matrix" I thought of this when I read in Wikipedia about "Totally Integrated World" where from cradle-to-grave those drinking formula or Ensure would be tapped into the grid. More realistic Web 3.0 concepts mentioned included computers generating content instead of humans, the return of web experts and authories, and Web 3.0 entrepreneurs coming up with ways to invent profitable busines models within the Web 3.0 context.
My reading on Web 3.0 led me to the statement that the "Internet will swallow the television." I can see that. WELCOME TO THE METAVERSE - "Tron" My new word for the day is "Metaverse." Disney's movie "Tron" works perfectly in my mind for this bold word/world. A Metaverse, so it seems, is the convergence of the virtual and physical world. (For kicks I'll throw in the movie that this reminds me of: "Surrogates" starring Bruce Willis.)
WEB 4.0 - "The Terminator" / "War of the Worlds" / "Wall-E" Articifical intelligence or "ghosts in the machines" up to no good.
THE FUTURE THROUGH MY TRIFOCALS
* Video conferences are common and everyday * Your peeps and you are connected at the mobile device always, anywhere and face-to-face live streaming video on your smartphone is brought to you by 5G, 6G, 7G or higher wireless networks. * Your iPhone truly does it all - medical records, DOT records, current health status, movies, media, TV, all personalized and following you as you go to Wal-Mart to buy cat food. Apple perfects iCloud and everything in one place works for Mac users whichs makes the rich richer.
In the future of Web 3.0 I think the infant PIM crackled it voice as it went through adolescence as a PDA but will mature into a full blown PPD.
* PIM = Personal Information Manager (programs like Outlook) * PDA = Personal Digital Assistant - (R2D2- like handhelds that beep, click, and alarm to tell you where to be and when and take your docs and spreadsheets with you.) * PPD - Personal Portfolio Device (All you personal data from immunization records to transcripts K-college, etc. in one place in your hand)
About the Course
My Artifacts
3.1 Personal and Course Website Exercise
Using directions provided on the course website and given in class, students will create a basic webpage that will serve as the home page for all of the instructional projects created in the class.
3.2 Getting Started with Gmail
Using directions provided online students will create a Gmail account and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.3 Using Google Calendar
Using directions provided online students will create a Google Calendar and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.4 Creating a Blog with Blogger
Using directions provided online students will create a Blog and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.5 Building a Wiki with Google Sites
Using directions provided online students will create a Wiki and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.6 Using Aggregators
Using directions provided online students will subscribe to various Web Feeds and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.7 Google Docs
Using directions provided online students will create an online document and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.8 Presentation Tools
Using directions provided online students will create an online presentation and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.9 Social Bookmarking
Using directions provided online students will create a Social Bookmarking site and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.10 Using Adobe Connect
Using directions provided online students will use Adobe Connect to participate in a synchronous audio/video conferencing session. The student will then upload a reflection on their work, as per the assignment directions, to their personal web site. The reflection should include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.11 Google Sketch-up
Using directions provided online students will create a Sketch-up drawing and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.12 Photo Sharing with Picasa
Using directions provided online students will create a Picasa account and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.13 Using Google Translate
Using directions provided online students will use Google translate to translate text into multiple languages and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.14 Google Earth
Using directions provided online students will use Google earth to create a virtual field trip. The student will then upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.15 Custom Google Searches
Using directions provided online students will create a custom Google search engine and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.16 Google Forms
Using directions provided online students will create a Google form and upload evidence of their work, as per the assignment directions, to their personal web site. The student should also include a short reflection on how they might use this tool in an educational setting as well as any additional features of the tool not covered in the basic assignment.
3.17 Internet Tool Presentation
The student will identify an internet tool that could be used in an educational setting. Using the directions provided the student will create a video presentation about the tool. The presentation should include, among other things, a demonstration of the resource, the appropriate audience for the resource, the appropriate context for the resource, an educational objective (preferably from the Georgia State Standards), how the resource would be used in the identified educational context (i.e. lesson). The student will also provide this information in a short summary posted to their website.
My Discussion Posts
My Peer Reviews
Discussion Board module 2 -Topic: New World, New Web, New Skills
"Ms. Cunningham's 10 step plan actually helped me in this class, 7462, starting with step 10. Maybe that should be Step 1 also. I think she was wise to formulate a step plan, which can help anyone in any situation that are feeling overwhelmed or uncertain about. It helps to answer questions li, "how do I get started?" "how do I know what I am doing is the right thing?" Making a step plan is an efficient way to tackle a problem." - Micki Nicholson - 6/9/11Discussion Board module 3 - Topic: Students and Learning
"David, Fantastic applications of technology integration! You are truly applying what we are learning at UWG. I am impressed with what you have done with the wiki. I am so happy it is working out for you." - Patsy Kraj, 6/12/11Discussion Board module 4 - Topic: Teaching Styles
"David, that concept map was unbelievable! I thought it was a great visual tool to help everyone see all the information and how it ties together. You are really setting the bar high for everyone." - Delyn Lusk, 6/11/11"I agree with Cecilia...your concept map is very helpful for visual learners like myself. Thank you for going the extra mile and then sharing it with everyone. I'm amazed to read all the ways you already incorporate technology into your classroom. My goal is to be able to implement half of what you already do! I guess we all have to start somewhere. Your students must love your class!" - Rachel Taulbee, 6/12/11
"Again, speechless! This is an amazinng concept map. Thanks for presenting this information in this context. It was very helpful." - Terrie Ponder, 6/12/11
"You are amazing! It is astounding how much you have implemented from our program. You are a perfect example of how to integrate technology. You chose the best tool to meet the needs of the learner. You consider communication and creation. You will open new worlds to everyone you interact with! Kudos!" - Patsy Kraj, 6/14/11
Discussion Board module 5 - Topic: Holy Flaming Emoticons!
"David:- I loved the Transformers comment! I feel that emoticons are best used in more familiar relationships and for conveying positive intentions. It's easy enough sometimes to take something in a manner in which it wasn't intended when sent via email or texting.- Tonia" - Tonia Conner, 6/20/11Discussion Board module 6 - Topic - Developing Media Literacy
"David, again an awesome way of looking at the discussion. You are always thinking outside the box and I love to hear what you have to say. I am definately going to share this with our physical education lead (who happens to be one of my closest friends). I think this is a great way to incorporate technology into a class that is not very likely to use it. I know some of our P.E. teachers use their smartphones to track their calories consumed and put out. It is a simple tool that the students could use also. I am sure there are ones on the web as well. The GPS technology could also be incorporated into the World Geography class unit on location. Using absolute and relative location and understanding the points of longitude and latitude. Adding in math, students could figure out formulas used to find the calorie intake and outake. These cross-curiculum add on could definately improve on an already wonderful lesson." -- Delyn Lusk, 6/15/11"I agree with Cecelia...what an incredibly innovative way to approach media literacy in an unexpected curriculum area. This lesson just goes to show how prevalent the concept of media literacy can be in all areas of our lives. Cecelia's connections to geography and math are also great suggestions." -- Tina Launey, 6/20/11
"David, I love how you illustrated technology integration in a difficult to integrate content area. You have exemplified that the excuse, "technology doesn't apply in my content area" is a fallacy. Fantastic!" -- Patsy Kraj, 6/17/11
Discussion Board module 7 - Topic: Wikis, Blogs, and Parents...Oh My!
"Dave, I like your comment to have a static website if time does not permit to update daily. I also read Joe's comments.(He hates static websites!) I am going to give it a shot with web 2.0 with a lot of trepidition! But I am going to do it. Joe also said that as the school coordinator he made a template, perhaps I'll put a bug in our principals ear to see if our coordinator could do that!" - Nancy Mortensen, 6/21/11Discussion Board module 8 - Topic: Planning for Web 2.0
"Good plan! It is very detailed and clear! I love Google apps! :)" -- Sabrina Thompson, 6/23/11"David, Beautiful vision! I got my Master's online through UGA almost six years ago and at that time I had to organize everything into 3-ring binders here at home to prevent losing track of anything!
Having "cloud" storage to organize my docs this time around is a HUGE difference... just for my personal organization. Your idea to tie this in with an ongoing, cross-course portfolio is really appealing to me. This is how I naturally want to keep my files and assignments. To have such a natural system accessible to professors is a great idea! Just to eliminate the worry over "did my assignment go through?" or "did I add that attachment when I submitted my project?" would be a great advantage. Not only that, but in this chapter I just read in our book, they talk about "authentic assessment". Your idea takes a real-worl organizational strategy and turns it into a portfolio assessment. That's about as "authentic" as you can get. Thanks for sharing! - Joe" - Joe Tomkins, 6/23/11
"David, This would work well with our mid-degree and end-degree portfolios. Currently, it is suggested that we upload to our student server. Great post and idea!" -- Patsy Kraj, 6/24/11
"David, thanks for the real desire to move students of all ages and grade levels towards new tools, new schools. Many could benefit from your example." -- Micki Nicholson, 6/25/11
"David, Your posts and your ideas are always as thoughtful for me to read as is reading our textbook. You truly seem to have a grasp for the value that technology and Web 2.0 tools have in our current educational systems - that by learning to use them, we can all take education to the next level of learning." - Mary Horn, 6/27/11
"David, I think this is one of a few very viable options for creating and maintaining our electronic portfolios, especially in the sense that your plan ensures that students build their portfolios as they progress through their graduate program, instead of worrying about putting together a portfolio at the end of the program. I actually created a web site to serve as my electronic portfolio when I started course work for my Ed.S. -- it took and continues to take hours for me to design and program the site and upload documents with appropriate descriptions. Now I look at the possibility of setting up an electronic portfolio via a wiki or Google Docs and think "DUH. That would have been a LOT easier!" Great plan!" -- Tina Launey, 6/28/11
"Brilliant plan! Our school system is moving to Office 10 next year and we will have the cloud capabilities." -- Jane Mobley, 6/28/11
Discussion Board module 9 - Topic: AUPs
"David, I think you do a great job of applying these assignments to a classroom setting even though you are not in a "true" classroom setting." -- Cecilia Lusk, 6/24/11"David, For someone who's not a professional educator, you've hit many of the major points (in fact, your summary is already almost as detailed as the AUP currently in place in our county!)
Now that I'm seeing the "students with disabilities" clause in yours, I realize that was a gross oversight in the one our county has. They really should have that, shouldn't they?
Thanks for sharing, David! - Joe" -- Joe Tompkins , 6/25/11
"Hey David, As usual you have done a great job with this assignment! I understand completely that you chose the AUP of Middle Tennessee State University in an effort to apply this assignment to a classroom setting since you are not yet a professional educator. Despite that fact, I see you entered the realm of education as one of the more progress users of technology when compared to your peers." -- Rob Case, 6/27/11
"David, I too was struck by your inclusion of accomodating students with disabilites. Coweta County does not mention that at all! It really is shameful! I mentioned to someone else that after doing this assignment, I wonder what it would take to get our AUP updated! I will have to investigate this...perhaps a monster has been created! :)" -- Nancy Mortensen, 6/28/11
"David, thanks for the real desire to move students of all ages and grade levels towards new tools, new schools. Many could benefit from your example." -- Micki Nicholson, 6/25/11
"David, Your posts and your ideas are always as thoughtful for me to read as is reading our textbook. You truly seem to have a grasp for the value that technology and Web 2.0 tools have in our current educational systems - that by learning to use them, we can all take education to the next level of learning. When I went through the Masters program at Mercer University, we had to maintain an online portfolio using LiveText, which I'm sure was an extremely expensive program to purchase or license. Your idea for using Google Docs would acheive the same thing, at no cost to either the student or the university. Great ideas and explanations!" -- Mary Horn, 6/27/11
Discussion Board module 10 - Topic: Web 2.0 for All
"David, Your experience in this area has provided all of us with a deeper understanding. My grandmother was legally blind. She took computer classes at Lighthouse for the Blind in Chicago. They not only provided basic computer training, but trained them on all the latest visual impairment assistive technologies. What a blessing these technologies are! As always, you are an inspiration!" -- Patsy Kraj, 6/24/11"David, I truly appreciate the openness in which you shared your experiences of being visually impaired. The interview you conducted with Amy Burke was impressive and gave an informative look at some of the tools which are now available and the importance of this discussion topic.
The organization of your posting and the various links you included led me to a better understanding of the meaning of accessibility and assistive technologies. It also underscored for me the importance of working toward solutions for making web accessibility a reality. Thanks again for your thoughtful discussion!" -- Edna Cooper, 7/1/11
"David, I'm thankful to have your personal insight and perspective in this discussion. I had never considered "prescribing" a computer system before, but it honestly makes perfect sense. I'm so used to meeting the needs of students with disabilities in a school setting that I have never really thought of what it is like for those adults in the world with those same needs. (And many who would not have the resources that a school system could provide.) It really does bring a clearer sense of need to this whole discussion.
Thank you David!" -- Joe Tompkins, 7/3/11
Discussion Board module 11 - Topic: Assistive Technologies 2.0
"You crack me up. I am glad that we can critique each other without worrying about hurting each others feelings. That is one of the hardest things about the discussions. I just thought I was missing something. I absolutely agree that it would benefit the people you mentioned in this last post. Glad we could work it out together. We make a great team!" -- Delyn Lusk, 6/28/11"David, Great illustration about the difficulties of visual impairment and web accessibility. In the last discussion I found the personal stories to be especially helpful in understanding accessibility needs. As a technology community, we need to become more sensitive and knowlegdeable about accessibility. I know i will my viewing my web content in a different light now." -- Patsy Kraj, 6/28/11
"David, I have to say that I was taken aback when I went to the WAI website today. Seeing all of the concerns/fixes for different disabilities was very awakening to me!
I agree with you that the Delicious website would be very useful for people with a variety of disabilites. I teach some students who have ADD and have a hard time focusing. If they had to remember websites or go back and forth it would be very hard for them. To have them bookmarked where they can organize them as they wish and find them easily is a great tool. Nancy" -- Nancy Mortensen, 6/29/11
Discussion Board module 12 - Topic: Finding Your Inner Tool
"I like Voicethread! I learned how to use it last semester. I would give this one number 1 for my vote. Great choice!" -- Sabrina Thompson, 7/3/11"I am voting this #1. I love that everything is right there at your fingertips and that it is so interactive. I can't wait to see your presentation and learn more. This would be a great visual/auditory tool (possibly even hands on) for students." - Delyn Lusk, 7/3/11
"Amazing! I honestly had never heard of Voicethread and I can't belive it has escaped my notice. You're right-- for educators this tool is an essential. Already, I've envisioning class projects, teacher presentations, professional development sessions... this tool can change the way we present in nearly any environment.
I really love this and I look forward to exploring it more. Thank you for sharing. -Joe" -- Joe Tompkins, 7/7/11
"VoiceThread was one of my top 5 and I can't wait to see what you do with it! It has so much potential, for educators and students, I love the collaboration aspect of it as well as individual use." -- Lita Brown, 7/7/11
"Oh wow! That really is an awesome web tool. I have to hand it to the people who come up with these ideas and make it happen. This tool gives a collaborative way to comment and discuss pictures, slides, documents, and more. It is versatile with the ways feedback and comments can be given. So for people who may be challenged in some way, this tool will give them an opportunity to shine and not feel segregated or discouraged. After watching some example videos and a tutorial video, I felt almost like this tool had a Brady Bunch design, where Alice was the subject in the middle, and all the other people were critiquing her and leaving comments. This tool will definitely promote group discussion and critical thinking. 1st VoiceThread – For its versatility to all kinds of learners – What’s better than using a presentation tool to enhance a class lesson… an interactive presentation tool!" -- Adam Fite, 7/10/11
"Hey David! I am very unfamiliar with VoiceThread, but I plan on changing that after reading your post. What an amazing online collaboration tool! I can only imagine how much easier group collaboration on a project becomes through the use of VoiceThread. Thanks for sharing this!" -- Rob Case, 7/11/11
"I've heard of this tool before, but I never had the chance to sit down and check it out. From all the great discussion going on about it, I think it's time to become familiar with VT and figure out a way to incorporate it into my curriculum this year. We should definitely create a Google doc and have everyone upload a link to their video presentations on it...this would be really helpful in the future when we are looking for new tools to use and want a brief intro! What do you think? :) I'm voting this site #2 because it is an excellent tool that makes presentations, etc. accessible to diverse needs." -- Rachel Taulbee, 7/11/11
Discussion Board module 13 - Topic: Future Web 2.0 Tools
"David, Fantastic and entertaining post! Your analogies reminded me of how the size of technology keeps getting smaller. I was also thinking that the internet and the access to information we have is a need the same way indoor plumbing is a need. It is integral to our lives today." -- Patsy Kraj, 6/30/11"David, Your post left me breathless and giggling. You have spectacular writing skills and your posts have always been top-notch. Your movie correlations are right on! I agree with your consensus that all the data we need for our daily lives will be with us and accessible through our personal devices, whatever they may be. And your comment about 'ghosts in the machines' gave me the creeps. How many times have we seen the science fictionalized robot-machine go berserk? Think Will Smith in I, Robot. :D" -- Mary Horn, 7/6/11
"Great ideas David! Nice way to tie them together in an entertaining way that at the same time makes the vision of each stage clear. There are some dark predictions in there, but I think that some of those science fiction writers may end up getting a good bit of it right. (Scary!)
Thanks for sharing! -Joe" -- Joe Tomkins, 7/7/11
"The things that go on in your mind...wow! Wall-E always comes to my mind when I think of our future.." -- Terrie Ponder, 7/7/11
"David your posting was by far the most creative and entertaining! I think your comparisons were on target and your comments about future advancements are realistic." -- Edna Cooper, 7/10/11
Discussion Board module 14 - Topic - The Future of Web 2.0 - Are we whistling Dixie?
"You're absolutely right on target here, David. I agree that the trends are taking us towards having software running from the "web" and data stored on the "cloud"." -- Joe Tomkins, 7/8/11My Closing Reflection
I can say with integrity that I have enjoyed all of my classes thus far in my Ed.S. degree program. But I can honestly say that I THOROUGHLY enjoyed this class. I learned so much that I am taking to the "real world" from this class. One of the favorite aspects of the course that Dr. Bray brilliantly put together was the interesting discussion topics. The collaboration effect was multiplied considerably in this component of the class by virtue of these discussion threads. I wanted to include in this closing reflection one of my favorite postings that garnered 16 fun conversations much to my delight:"This is one of my favorite modules. A topic I can really sink my teeth in. I bookmarked the blogs because these are evidently great minds talking through the technological journey into the future.
As I looked over the blogs and especially the Wikipedia article on Web 3.0, I found myself writing in my notes the titles of movies! As one futurist would make a prediction about Web 3.0, I said to myself, "that sounds like 'The Terminator!'" So, just for fun, I'll intemingle my comments in this post with movies that came to mind.
WEB 1.0 - "You've Got Mail!"
Tom Hanks and Meg Ryan play in this romantic comedy that my wife loves reminds me of our fascination when we found out we could send messages (even love notes) to one another using something called electronic mail (e-mail for short). Sounds nostalgic now but I got into the game with a 14.4 modem and paid for my AOL account when they still had a by-the-minute plan!
WEB 2.0 - "Mission Impossible 3" or "The Italian Job"
Taking our fascination with tech a step beyond, hackers and smart guys (goodies and baddies) began to use the web for good and other more nefarious purposes. The collaboration and interactive nature of the
Web 2.0 opened up a new world of tapping into the universe of data for personal and professional profit.
WEB 3.0 - "The Matrix"
I thought of this when I read in Wikipedia about "Totally Integrated World" where from cradle-to-grave those drinking formula or Ensure would be tapped into the grid. More realistic Web 3.0 concepts mentioned included computers generating content instead of humans, the return of web experts and authories, and Web 3.0 entrepreneurs coming up with ways to invent profitable busines models within the Web 3.0 context.
My reading on Web 3.0 led me to the statement that the "Internet will swallow the television." I can see that. WELCOME TO THE METAVERSE - "Tron" My new word for the day is "Metaverse." Disney's movie "Tron" works perfectly in my mind for this bold word/world. A Metaverse, so it seems, is the convergence of the virtual and physical world. (For kicks I'll throw in the movie that this reminds me of: "Surrogates" starring Bruce Willis.)
WEB 4.0 - "The Terminator" / "War of the Worlds" / "Wall-E"
Articifical intelligence or "ghosts in the machines" up to no good.
THE FUTURE THROUGH MY TRIFOCALS
* Video conferences are common and everyday
* Your peeps and you are connected at the mobile device always, anywhere and face-to-face live streaming video on your smartphone is brought to you by 5G, 6G, 7G or higher wireless networks.
* Your iPhone truly does it all - medical records, DOT records, current health status, movies, media, TV, all personalized and following you as you go to Wal-Mart to buy cat food. Apple perfects iCloud and everything in one place works for Mac users whichs makes the rich richer.
In the future of Web 3.0 I think the infant PIM crackled it voice as it went through adolescence as a PDA but will mature into a full blown PPD.
* PIM = Personal Information Manager (programs like Outlook)
* PDA = Personal Digital Assistant - (R2D2- like handhelds that beep, click, and alarm to tell you where to be and when and take your docs and spreadsheets with you.)
* PPD - Personal Portfolio Device (All you personal data from immunization records to transcripts K-college, etc. in one place in your hand)
David, 6-30-11"